Generative AI as a cognitive partner: personalised GPTs and differentiated learning in undergraduate teacher education

Research published in Educational Technology Research and Development investigates the application of generative artificial intelligence as a cognitive partner for differentiated learning in undergraduate teacher education. The design-based intervention embedded personalised GPT agents within a Canvas Learning Management System for 14 pre-service secondary education teachers, capturing approximately 7,000 interactions across structured reflective tasks.

This initiative signals an operational shift from passive AI usage to structured, curriculum-aligned cognitive partnerships in professional training environments. Demonstrating controlled, pedagogically grounded AI integration provides a viable blueprint for higher education institutions facing disruption from generative tools.

Generative AI was framed and tested as a cognitive partner for deeper learning rather than an automation utility.

Forward consideration, not a verified fact.